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EDUCATION: gender differences - Coggle Diagram

- - - - fuller
        
        says that today a career is a central part of a woman's identity, women aspire to be self-reliant
      - beck and beck-gernsheim (2001)
        
        found girls today value independence and there is an increase in individualisation, careers provide that
      - sue sharpe (1994)
        
        study of women's magazines from the 70s-90s
        -in 70s, girls priorities were love and marriage, whereas in 90s this changed to careers and independence
      - evaluation
    - - people get married later in life (mid 30s, rather than 20s), and dual earner families are much more the norm, so women want to succeed in education so that they can succeed in their careers
      - divorce rates are as high as single parents households (mostly single mothers), both of which require women to work and support themselves with no financial aid from a partner
      - HOWEVER, the turbulence in typical family units has led to a more uncertain role for men in society, as women are more independent, crisis of masculinity
        
        this can link to boys underperformance in education
    - - numbers of men and women in paid work is now more equal than it has ever been. employment rate for women, 72.5% and men, 79%
      - over the last 50 years, women's employment has increased, in some jobs, women are more likely to be employed than men, e.g. managerial roles look for women as they have better communication
      - bertocchi and bozzano (2019)
        
        improvement of female education achievement can be explained by the increasing post-school expectations for women, and the increasing probability women can be paid the same as men
      - equal pay act 1970 and sex discrimination act 1975 are two policies introduced that aim to break the glass ceiling in employment
    - - norman 1988
        
        girls are socialised by parents to be quiet and passive, skills which do well in a classroom for learning
      - aucejo and james 2016
        
        found that verbal skills are more important than maths skills in terms of university acceptance, and females are better verbally than males
        
        could be due to ideas of bedroom culture
  - - - GORARD (2005)
        
        gender gap fairly consistent until coursework introduced as a main part of assessment for courses, he believes the gender gap in achievement is a PRODUCT OF THE CHANGED SYSTEM RATHER THAN GENERAL FAILING OF BOYS
      - MITSOS AND BROWNE (1998)
        
        girls are more conscientious and organised so are better at coursework
      - EVALUATION AO3
        
        since 2015, litty no coursework
        
        ELWOOD (2005)
        
        ultimately exams have more influence than coursework on final grades
    - - FRENCH 1993
        
        found that boys attracted more reprimands, so got more attention, girls are seen more positively and labelled as such
      - FRANCIS 2001
        
        boys dominate whole-class discussions whereas girls prefer paired/group work and are better at listening
        
        boys more likely to interrupt
      - girls positive, boys negative self-fulfilling prophecy
      - EVALUATION AO3
        
        generalises all teachers
    - - women teachers had to achieve educational achievements to gain positions of power, may inspire girls
      - female teachers and headteachers in secondary schools higher proportion than men, may act as a role model for girls showing women can reach positions of importance
      - EVALUATION AO3
        
        64% male
        36% female
        STATISTICALLY MORE MALE HEADTEACHERS
    - - JACKSON 1998
        
        high-achieveing girls attractive to schools whereas low-acheiving boys are not, self-fulfilling prophecy where girls are recruited by better schools and more likely to do well
      - schools see girls as desirable because they get better results so will improve league tables
      - SLEE 1998
        
        boys 4x more likely to be excluded as more likely to have behavioural difficulties- less attractive to schools
      - EVALUATION AO3
        
        enrolement policies aim to regulate gender balance e.g ALL pupil premium students priority
    - - policies have been put into place to avoid stereotyping
        GIST (Girls Into Science and Tech)
        WISE (Women Into Science and Engineering)
      - since 1988, the national curriculum has removed gender inequality by making boys and girls study the same core subjects
      - boaler (1998)
        
        the impact of equal opps. policies as a key reason for changes in girls' achievement, many barriers have been removed to make school meritocratic (mostly)
      - EVALUATION AO3
        
        stigma remains about girls taking opportunites, men still dominate the STEM career field
        
        individualistic- mostly just worked for MC girls
    - - in 2013 only 40.6% WC girls passed 5 gcses
      - working class girls values do not align with school so they experience symbolic violence
      - girls want SYMBOLICAL CAPITAL from their peers which is in conflict with educational capital and economic capital
      - WC girls adopt
        1) hyper heterosexual personality
        2) want/have bf as status symbol
        3) loud, assertive and outspoken
      - found that wc girls who did go to uni did so to financially support their family rather than just their own desire to succeed
- - - - READ
        
        school is not feminine as women teachers often use male disciplinary discourse
      - OSLER
        
        more time than ever being put into boys education, raising boys achievement project
  - - - class=subcultures, maybe class more important than gender
      - MAC AND GAHILL
        
        not all boys in laddish subcultures, 5 groups found
        1) academic achievers
        -bought into idea of being upwardly mobile by hard work
        2) macho lads
        -opposed to values of sch and authority, see academic achievers as effeminate
        3) new enterprisers
        -pro-school but keener on vocational education
        4) real englishmen
        -mainly mc from high education who value education, small group
        5) gay students
        -self explanatory xxx
  - - - manual labour=wc so this also doesn't explain middle class boys
  - - - RINGROSE 2013
        
        moral panic about boys underachievement particularly literacy
        
        huge shift in educational policies championing boys e.g. DADS AND SONS
- - - - crisis of masculinity is causing gender identities to blur
      - THIS GIRL CAN to encourage girls to do sport
  - - - most parents socialise boys and girls in different ways
        
        more gentle, protective and encouraging of passive activities
        
        typical boys, run around and let off steam more
        
        may reflect gender choice in subjects
    - - teachers encourage boys to be tough, whereas they expect girls to be quiet and helpful
    - - MURPHY AND ELWOOD 1998
        
        found that boys read information books, while girls read stories
        LOBBAN 1974
        
        gender stereotyping in children's books
        BEST 1993
        
        found little change since LOBBAN
    - - "LET TOYS BE TOYS" campaign aims to stop gendering of toys in advertising e.g. dolls for girls
      - PM say gender stereotypes are breaking down, hence we are seeing more gender diversity in subject choice today
  - - - WISE AND GIST policies put in place to encourage branching out of gender restrictions
- - - - feminists see this as an example of patriarchal ideology, male power justified and women devalued- social ctrl